Exploring the Social Impact of Being a Typical Peer Model for Included Children with Autism Spectrum Disorder

Published January 4, 2012 in Journal of Autism and Developmental Disorders

Peer-mediated treatments are considered best practice in improving social skills in children with ASD, but parents and school staff have voiced concerns about the social outcomes of typically developing students who serve as models for their autistic peers. This study addresses these concerns, showing that typically developing children maintain stable and positive social status after acting as peer buddies in a social skills intervention for children with ASD.


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